The AP Biology course is designed to be the equivalent of a college freshman biology course usually taken by biology majors. AP Biology includes those topics regularly covered in a college course for biology majors. It differs significantly from the usual first high school course in biology with respect to the type of textbook used, the range and depth of the topics covered, the kind of laboratory work done by students, and the time and effort required of students. College textbooks are used and the labs performed are equivalent to those done by college students.
Students may elect to take the AP Examination and those who qualify may be eligible for advanced standing in college.
The AP Biology course is designed to be taken by students after the successful completion of both high school biology and high school chemistry. The major goals of this course are to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology.
The AP Biology student will be able to:
1.
2.
3.
4.
5.
6.
Explain the key concepts of biology clearly and accurately within a context of unifying themes.
Develop a positive and realistic impression of science as a human activity.
Gain personal experience in scientific inquiry.
Recognize the major themes that integrate the major topics of biology.
Apply biological knowledge and critical thinking to environmental and social concerns.
Understand that science is a process rather than an accumulation of facts.
New Jersey Core Curriculum Standards
5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidencebased, model-building enterprise that continually extends, refines, and revises knowledge. The four Science
Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics.
5.4 Earth Systems Science (B,F,G): All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe.
1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently.
Molecules and Cells
Time
2 weeks
% of AP test
7% I. Chemistry of Life
A. Chemical context of life
B. Water and the fitness of the environment
C. Carbon and the molecular diversity of life
D. Structure and function of macromolecules
E. Metabolism
II. Cells
A. Cell structure
B. Membrane structure and function
III. Cellular Energetics
A. Cellular respiration
B. Photosynthesis
2 weeks 10%
3 weeks 8%

Heredity and Evolution
IV. Heredity
A.
B.
C.
D.
Cell reproduction
Meiosis and sexual life cycles
Chromosomal basis of inheritance
Mendelian Genetics
V. Molecular Genetics
A.
B.
C.
D.
E.
Molecular basis of inheritance
Protein synthesis
Microbial models
Genome organization and expression in eukaryotes
DNA technology
VI. Evolutionary Biology
A.
B.
C.
D.
E.
Descent with modification
Evolution of populations
Origin of species
Phylogeny
Origin of life
Organisms and Populations
VII. Diversity of Organisms
D.
E.
F.
A.
B.
C.
Prokaryotes and metabolic diversity
Origins of Eukaryotes
Plant colonization of the land
Fungi
Invertebrates and animal diversity
Vertebrate genealogy
VIII. Structure and Function of Plants and Animals
D.
E.
F.
A.
B.
C.
Plant structure and growth
Transport in plants
Plant nutrition
Plant reproduction and development
Control systems in plants
Animal structure and function
J.
K.
L.
G.
H.
I.
Animal nutrition
Circulation and gas exchange
Body defenses
Homeostasis
Endocrine system
Animal reproduction
M.
animal development
2 weeks 8%
3 weeks 9%
2 weeks 8%
3 weeks 8%
11 weeks 32%

N.
O.
IX. Ecology
A.
B.
C.
D.
E.
nervous systems
Sensory and motor mechanisms
Distribution and adaptation
Population ecology
Community ecology
Ecosystems
Behavior
2 weeks 10%
I. Chemistry of Life
A. Objectives: At the conclusion of this unit the student will be able to:
1.
Differentiate between elements and compounds.
2.
List the chemicals necessary for life.
3.
Describe the structure of an atom.
4.
Explain ionic and covalent bonding.
5.
Describe the role of hydrogen bonding in the chemistry of life.
6.
Relate a molecules shape to its function.
7.
Describe various types of chemical reactions.
8.
Describe the chemical conditions of the early earth.
9.
Relate the polarity of water to hydrogen bonding.
10.
Explain the cohesive property of water.
11.
Explain how water moderates the earth's temperature.
12.
Relate temperature to the structure of water molecules.
13.
Explain how changes in pH affect organisms.
14.
Describe the effects of acid rain on the environment.
15.
Define organic chemistry.
16.
Explain how the structure of a carbon atom contributes to its versatility.
17.
Describe the carbon skeletons of major classes of molecules.
18.
Relate functional groups to diversity of life,
19.
Explain the relationship between polymers and macromolecules.
20.
Explain the uses of carbohydrates.
21.
Describe the structure and function of lipids.
22.
Describe the structure and function of proteins.
23.
Tell how nucleic acids store hereditary information.
24.
Describe the structure of DNA.
25.
Explain the process of DNA replication.
26.
Explain how DNA and proteins can serve as molecular clocks.
27.
Describe metabolic pathways.
28.
List energy transformations which occur in organisms.
29.
Describe the laws of thermodynamics which apply to living systems.
30.
Explain the role of free energy in metabolism.
31.
Relate ATP to coupled reactions.
32.
Explain how enzymes work.
33.
List factors which affect the rate of enzyme activity.

B. Activities
1.
Required Lab Diffusion and Osmosis( 4 periods )
2.
Required Lab Enzyme Catalysis( 3 periods )
II. Cells
A. Objectives:At the conclusion of this unit the student will be able to:
1.
Compare and contrast the performance of the various types of microscopes.
2.
List methods used to investigate the structure of cells.
3.
Compare and contrast the various types of cells.
4.
Describe the structure and function of the nucleus.
5.
Explain the role of ribosomes in protein synthesis.
6.
Describe and explain the internal membranes of a cell.
7.
Describe the role of the endoplasmic reticulum in biosynthesis.
8.
Explain how the Golgi apparatus modifies products of biosynthesis.
9.
Explain the role of lysosomes.
10.
State the role of vacuoles in cell maintenance.
11.
State the role of peroxysomes in metabolism.
12.
Relate the structure of mitochondria and chloroplast to their function.
13.
Describe the structure and function of the cyto skeleton.
14.
List the differences between plant and animal cells.
15.
Explain the role of the extracellular matrix in metabolism.
16.
Describe the types of intercellular junctions.
17.
Explain how cells relate to the functioning of the entire organism.
18.
Describe the current model of the cell membrane.
19.
Explain how the molecular structure of the cell membrane relates to permeability.
20.
Define passive transport.
21.
Determine the direction of transport across a cell membrane
22.
List types of active and passive transport.
23.
Explain the role of proteins in facilitated diffusion.
24.
Explain the mechanisms of active transport.
25.
Relate ion pumps to electrical potential across a membrane.
26.
Describe the mechanism of cotransport.
27.
Explain how endo and exocytosis are accomplished.
28.
Explain the role of proteins in signal transduction.
III. Cellular Energetics
A. Objectives: At the conclusion of this unit the student will be able to:
1.
Relate cellular respiration and fermentation to energy production.
2.
Describe how cells recycle ATP.
3.
Explain redox reactions.
4.
Describe the role of glycolysis in respiration.
5.
Explain how organic molecules yield energy during the Kreb's cycle.
6.
Explain the chemiosmotic generation of ATP in the inner mitochondrial membrane.
7.
State the yield of ATP molecules per molecule of glucose.
8.
Describe anaerobic respiration.
9.
Explain the relationship between glycolysis, the Kreb's cycle, and other metabolic pathways.
10.
Describe how feedback mechanisms control cellular respiration.
11.
List the producers of the biosphere.

12.
Describe the structure of a chloroplast.
13.
Explain what occurs during the light reactions of photosynthesis.
14.
Explain the major reactions of the Calvin cycle.
15.
Describe various adaptations that allow plants to fix carbon.
16.
Explain the importance of photosynthesis to life on earth.
B. Activities
1.
Required lab Plant Pigments and Photosynthesis( 2 periods )
2.
Required lab Cell Respiration( 2 periods )
IV. Heredity
A. Objectives: At the conclusion of this unit the student will be able to:
1.
Relate cell division to its role in reproduction, growth, and repair.
2.
Explain the process of binary fission.
3.
Describe the structure of eukaryotic chromosomes.
4.
Describe and explain the major events of the cell cycle.
5.
Differentiate between mitosis and cytokinesis.
6.
Explain the regulation of cell division.
7.
Explain the roe of regulatory proteins on the cell cycle.
8.
Explain how cancer cells are formed.
9.
Compare and contrast sexual and asexual reproduction.
10.
Describe the process of meiosis.
11.
Tell how sexual reproduction leads to variability.
12.
Relate genetic variability to evolutionary change.
13.
Predict the outcome of various genetic crosses.
14.
Explain the relationship of genotype to phenotype.
15.
Relate the behavior of chromosomes to Mendelian inheritance.
16.
Describe gene linkage.
17.
Discuss the causes of genetic mutation.
18.
Explain how the parent from whom a gene has been inherited may affect its expression.
19.
Describe the inheritance of extranuclear genes.
B. Activities
1.
Required Lab Mitosis and Meiosis( 4 periods )
2.
Required lab Genetics of Organisms (This lab may be done "dry".)
V. Molecular Genetics
A. Objectives: At the conclusion of this unit the student will be able to:
1.
Explain how base pairing allows a DNA strand to serve as a template for new strands.
2.
Describe the role of enzymes and other proteins in DNA replication.
3.
Explain how enzymes repair DNA.
4.
Describe the process of transcription.
5.
Explain translation.
6.
Describe the role of signal sequences.
7.
Compare and contrast protein synthesis in eukaryotes with that in prokaryotes.
8.
List modifications made to the primary transcript.
9.
Relate point mutations to the function of proteins.
10.
Tell what is meant by the term gene.
11.
Describe the structure of a virus.

12.
Explain how viruses reproduce.
13.
Differentiate between the lytic and lysogenic life cycles of viruses.
14.
Explain why bacteria are capable of very quick adaptation.
15.
Explain how genetic recombination and transposition produce new strains of bacteria.
16.
Describe how gene expression is controlled in bacteria.
17.
Explain various ways gene expression is controlled in eukaryotes.
18.
Describe the uses of restriction enzymes and vectors.
19.
Explain how recombinant DNA is produced.
20.
Explain how DNA technology is affecting other areas of biology.
21.
Discuss the effect DNA technology is having on forensics, the environment and on agriculture.
22.
Comment on the legal and ethical questions raised by biotechnology.
B. Activities
1.
Required Lab Molecular Biology9( at least 5 periods )
VI. Evolutionary Biology
A. Objectives: At the conclusion of this unit the student will be able to:
1.
Explain the early origins of evolutionary theory.
2.
Describe the contributions of Lamarck to evolutionary theory.
3.
Explain how Darwin's field research influenced his theory.
4.
Summarize the two main points of The Origin of Species.
5.
Cite evidence which supports the theory of evolution.
6.
Explain what is meant by the evolutionary synthesis.
7.
Use the Hardy-Weinberg theorem to calculate allele frequencies.
8.
Differentiate between micro and macro evolution,
9.
Define allele frequency, gene pool, genetic drift, and gene flow.
10.
Discuss the role of mutation in evolution.
11.
Explain the main points of the theory of evolution by natural selection.
12.
Use the biological species concept to define species.
13.
List factors which may cause speciation.
14.
Explain how punctuated equilibrium relates to the rate of evolution.
15.
Explain how the fossil record documents macroevolution.
16.
Tell how molecular biology provides new tools to determine phylogeny.
17.
Describe various patterns of evolution
VII. Diversity of Organisms
A. At the conclusion of this unit the student will be able to:
1.
Provide reasonable hypotheses as to the origin of life on Earth.
2.
Trace the phylogeny of early life forms.
3.
Discuss alternate theories about the origins of life.
4.
Describe the two main branches of prokaryotes.
5.
Explain the various modes of nutrition and metabolism found in bacteria.
6.
Explain the current belief that eukaryotes arose through endosymbiosis.
7.
Describe the modes of locomotion and feeding found in protozoa.
8.
Explain the role eukaryotic algae play in aquatic ecosystems.
9.
Explain the evolution of multicellularity.
10.
Describe the structural and reproductive adaptations of plants that made the colonization of the land possible.
11.
Trace the evolutionary pathway of the major plant divisions.

12.
Describe the structure and life cycle of the major divisions of fungi.
13.
Describe the lifestyles of molds, yeasts, lichens, and mycorrhizae.
14.
Give the characteristics of the major animal phyla.
15.
Differentiate between protostomes and deuterostomes and relate these differences to animal phylogeny.
16.
Describe the characteristics of the major vertebrate classes.
17.
Explain the significance of the amniote egg.
18.
Trace the origins of the major classes of vertebrates.
19.
Discuss various theories of human evolution.
VIII. Structure and Function of Plants and Animals
A. At the conclusion of this unit the student will be able to:
1.
Describe the major adaptations of plants.
2.
Describe the three main tissue types found in plants.
3.
Differentiate between primary and secondary growth.
4.
Explain how plants transport water and nutrients.
5.
Tell how guard cells aid in the regulation of transpiration.
6.
List the essential nutrients plants require.
7.
Describe soil factors which affect plant growth.
8.
Explain the role of bacteria in the nitrogen cycle.
9.
Describe the phenomenon of alternation of generations.
10.
Differentiate between sexual and asexual reproduction in plants.
11.
Explain the mechanisms of pollination and syngamy.
12.
Give a brief overview of plant development.
13.
Provide an explanation for the taxic responses exhibited by plants.
14.
Explain the function of the major plant growth regulators.
15.
Discuss photoperiodism in plants.
16.
Explain the role of phytochrome in plant responses.
17.
Describe how signal transduction pathways mediate plant responses to their environment.
18.
Correlate the form of animal organs with their function.
19.
Explain how bioenergetics affects animal life forms.
20.
Describe the four main stages of food processing.
21.
Compare the various digestive systems found in animals.
22.
Describe the major nutritional requirements of animals.
23.
Provide an overview of animal circulatory and respiratory systems.
24.
Explain the role of the lymphatic system.
25.
Describe how the immune system defends the body against specific invaders.
26.
Explain how homeostatic mechanisms maintain an animal's internal environment.
27.
Compare the excretory systems of major animal phyla.
28.
Explain the physiological and behavioral basis of thermoregulation.
29.
Describe the major endocrine organs and their functions.
30.
Explain how hormones are regulated.
31.
Describe the diverse reproductive systems found within members of the animal kingdom.
32.
Explain spermatogenesis and oogenesis in mammals.
33.
Provide an overview of the embryonic development of placental mammals.
34.
Discuss some of the ways in which biotechnology has affected reproduction.
35.
Describe the functions of the nervous system.
36.
Compare the various types of nervous systems found in the animal kingdom.
37.
Describe the structure of a neuron.

38.
Describe the transmission of nerve impulses.
39.
List the various sensory organs and tell how they function.
40.
Explain the molecular basis of muscle contraction.
41.
Tell how the skeleton supports and protects animal bodies.
B. Activities
1.
Required lab Transpiration9 3 lab periods )
2.
Required lab Physiology of the Circulatory System( 3 periods )
IX. Ecology
1.
Relate climate and other abiotic factors to the distribution of organisms.
2.
Give the characteristics of the terrestrial biomes.
3.
Describe the characteristics of aquatic biomes.
4.
List the characteristics of a population.
5.
Explain mathematical models which describe population growth.
6.
Explain how density-dependent and density-independent factors can affect population growth.
7.
Explain why there are limits to population growth.
8.
Provide alternative explanations for community structure,
9.
Describe the effects of interspecific interactions on a population.
10.
List and describe factors which structure communities.
11.
Describe biological succession.
12.
Explain, in detail, the flow of energy through the trophic levels of an ecosystem.
13.
Describe the chemical cycles working within ecosystems.
14.
Discuss how human activity is affecting chemical activity in the ecosystems.
15.
Explain the ultimate and proximate causes of behavior.
16.
Describe fixed action patterns.
17.
List and describe various social and mating behaviors found in animals
18.
Discuss different modes of animal communication!
19.
Provide an explanation for altruistic behavior.
20.
Discuss human sociobiology.
B. Activities
1.
Required lab Population Genetics and Evolution (2 periods )
2.
Required lab Animal behavior( May be skipped if material is presented in class. )
3.
Required lab Dissolved Oxygen and Aquatic Primary Productivity( 2 periods )
Basic Text:
Campbell, Biology, fourth edition, The Benjamin/Cummings Publishing Company, Inc. , Menlo Park, California,
1996.
Laboratory Manual:
AP Biology Lab Manual for Students, Edition D The College Board/ETS
Ap Biology Manual for Teachers, Edition D
Supplemental Materials:

AP Biology Study Guide
CBL Lab Demonstrations
Laser disks
Overhead Transparencies
CD Rom disks
Test grades will be the major component , approximately 80 %, of each marking periods grade. The remaining 20
% will be derived from quizzes, laboratory reports, graded homework, class discussions, term papers, and work ethic in the laboratory. Students are strongly reminded that this is a college level course and that they are responsible for all reading assignments and are expected to spend six to eight hours per week reading and studying the material presented in class. Questions on tests and quizzes will be based on class lectures, reading assignments and laboratory exercises.